Conference synopsis 20240805 - Flipbook - Page 54
SESSION B: Thursday, 12.10pm-1.10pm (cont.)
and instead focusing on deeper exploration of concepts with
both students and staff. Key areas we will delve into include:
•
Progressing towards widespread adoption of Launch,
Explore, Summarise lessons in our planning.
B20 VARIABLES VARY – SYMBOLIC AND
ANIMATED REPRESENTATIONS OF
VARIATION
Subtheme: Curriculum
•
How we are empowering teachers to get out of the way
and allow their learners to take control.
Alastair Lupton, Adelaide Botanic High School
(Year 7 to Year 10)
•
Developing a learning and teaching model that works.
•
Developing planning structures and documentation that
reflects our practise.
•
Using data to anticipate students’ responses.
•
Targeting our whole staff professional learning to the
needs of our staff.
•
Building a culture of learning and willingness to be
evidence based.
To develop a sophisticated understanding of algebraic
representations, which is key to senior secondary success,
our students need to appreciate the difference between a
variable and an unknown, to have some sense of the meaning
conveyed by expressions like 2x + 4, and, more generally,
to understand the answer to ‘why do we have to use letters
instead of just numbers when doing mathematics?’ These
ideas form with early experiences of algebra, which need
to plant some of these seeds. This workshop will share an
approach which focussing on the teaching of identities
(starting with the distributive law of multiplication) rather than
processes (expand, factorise), using video to see quantities
varying, and variables as a sensible way to capture this
variation. These videos can be followed by a sequence of
reinforcing activities, which will also be shared.
Key takeaways:
1. The real work happens in planning.
2. The opportunity to learn is more important than showing
learners ‘how’.
3. When implemented effectively, change blends seamlessly
into existing practices without disruption.
4. The learning journey is the same for leaders, teachers and
students.
Key takeaways:
1. Variables vary (and constants are constant). Video is
a powerful way to see variation, and algebraic/symbolic
representations are powerful ways to describe and work with
that variation.
B19 QUESTIONING TECHNIQUES TO
BUILD CONCEPTUAL UNDERSTANDING OF
FACTION CONCEPTS (LEVEL 5-8)
B21 REVIEWING THE 2023 MATHEMATICAL
METHODS EXAMINATIONS
Subthemes: Curriculum, Pedagogy, Leadership
Allason McNamara, Trinity Grammar School, Cathy
Devlyn, Melbourne Grammar School
(Year 11 to Year 12)
Leonie Anstey, The Mathematical Association of Victoria
(Year 5 to Year 8)
The use of questioning is a fundamental tool that we
know can enhance thinking and student engagement in
mathematics learning. If you have wondered different styles
of questioning to support student understanding? In this
session, Leonie will share questioning tools, lesson concepts
that deepen conceptual understanding and build learning
proficiency.
Subtheme: Pedagogy
Allason and Cathy will do a similar session to the 2024 MAV
Meet the Examiners lecture for Mathematical Methods. They
will discuss common errors that students made on the 2023
examinations. Cathy will talk about Exam 1 and Allason Exam
2. The statistics for each question will also be shown.
Key takeaways:
1. Teachers will be aware of the common mistakes students
make in Mathematical Methods examinations.
2. The session will help teachers to plan their 2025 classes
for effective student learning.
Remember: Bring the 2023 Examination papers.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
54
